Abstract
The values that an individual brings into a university that can help to explain pedagogic approaches begin being formed and adapted from the moment we are born. Each individual has a set of personal values that are informed and then further influenced by a series of unique experiences that are not replicable. As careers develop the personal values an individual has will be influenced, and in some instances significantly altered by the discipline that each has either studied or worked within.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Amir, R., Jelas, Z. M., & Rahman, S. (2011). Learning styles of university students: Implications for teaching and learning. World Applied Sciences Journal, 14(2), 22–26.
Bauman, Z. (2000). Liquid modernity. Cambridge: Polity Press.
Becher, A., & Trowler, P. (2001). Academic tribes and territories: Intellectual inquiry and the culture of disciplines. Buckingham: SRHE & OU Press.
Beck, U. (1992). Risk society: Towards a new modernity. London: Sage.
Breakwell, G. (1986). Coping with threatened identities. London: Methuen.
Brew, A. (2010). Transforming academic practice through scholarship. International Journal for Academic Development, 15(2), 105–116.
Firestein, S. (2013). The pursuit of ignorance. Retrieved from https://www.ted.com/talks/stuart_firestein_the_pursuit_of_ignorance
Freeman, R. (2016). Is student voice necessarily empowering? Problematising student voice as a form of higher education governance. Higher Education Research and Development, 35(4), 859–862.
Giannakis, M., & Bullivant, N. (2016). The massification of higher education in the UK: Aspects of service quality. Journal of Further and Higher Education, 40(5), 630–648.
Giddens, A. (1998). The third way. The renewal of social democracy. Cambridge: Polity Press.
Harre, R. (1998). The singular self: An introduction to the psychology of personhood. London: Sage
Inlow, G. (1972). Values in transition. London: John Wiley & Sons.
Jarvis, D. (2014). Regulating higher education: Quality assurance and neo-liberal managerialism in higher education—A critical introduction. Policy and Society, 33(3), 155–166.
Jarvis, P. (1995). Adult education and lifelong learning theory and practice. London: Routledge.
Jones, A., Lygo-Baker, S., Markless, S., Rienties, B., & Di Napoli, R. (2015). Conceptualising impact in academic development: Finding a way through. HERSDA, 36(1), 116–128.
Kinchin, I. M. (2016). The mapping of pedagogic frailty: A concept in which connectedness is everything. In A. Cañas, P. Reiska, & J. D. Novak (Eds.), Innovating with concept maps (pp. 229–240). Switzerland: Springer.
Kinchin, I. M., Lygo-Baker, S., & Hay, D. B. (2008). Universities as centres of non-learning. Studies in Higher Education, 33(1), 89–103.
Lygo-Baker, S. (2006). Re-evaluating values. International Journal of Learning, 12(4), 11–18.
Lygo-Baker, S., Kingston, E., & Hay, D. B. (2008). Uncovering the diversity of teachers’ understanding of their role: The importance of individual values. International Journal of Learning, 15(5), 245–253.
Lygo-Baker, S., Kokotailo, P., & Young, K. (2015). Confidence in uncertainty: Understanding how interns and residents perceive their roles as educators in veterinary and human medicine. Journal of Veterinary Medical Education, 42(4), 364–372.
Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall.
McInnis, C. (1993). Academic values under pressure. Melbourne: CSHE.
Piper, D. (1994). Are professors professional? London: Kingsley.
Rowland, S. (2002). Overcoming fragmentation in professional life: The challenge for academic development. Higher Education Quarterly, 56(1), 52–64.
Smith, J. (2010). Academic identities for the 21st century. Teaching in Higher Education, 15(6), 721–727.
Snyder, B. (1971). The hidden curriculum. New York, NY: Knopf.
Sonnenberg, S. F., Perret, H., & Kelly, S. (2015, September 3–6). The student-as-consumer: Exploring student identity, learning and perceived value-for-money in UK Higher Education. In E. Iordănescu, C. Iordănescu, G. Marcu, & A. Drăghici (Eds.), Psychology and economics together for a better life: Conference overview. Economic Psychology Association (pp. 471–477). Joint conference of the International Association for Research in Economic Psychology and the Society for the Advancement of Behavioral Economics, Sibiu, Romania.
Temple, P., Callender, C., Grove, L., & Kresh, N. (2014). Managing the student experience in a shifting higher education landscape. York, UK: HEA.
Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock. London: Routledge.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Lygo-Baker, S. (2017). The Role of Values in Higher Education. In: Kinchin, I.M., Winstone, N.E. (eds) Pedagogic Frailty and Resilience in the University. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-983-6_6
Download citation
DOI: https://doi.org/10.1007/978-94-6300-983-6_6
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-983-6
eBook Packages: EducationEducation (R0)